MHOD: Instructional Design

1. 1 MHOD: Instructional Design Orlando V. Griego, PhD

2. 2 Let my teaching fall like rain and my words descend like dew, like showers on new grass, like abundant rain on tender plants.Deuteronomy 32:2

3. 3 I-OpenersFind a partner: answer 5 and the last one in blue (below): I’ve attained: I break: I concentrate on: I define: I establish: I finalize: I gather: I hunt for: I idolize: I treat: I juggle: I know: I’ve learned: I make: I nourish: I organize: I produce: I question: I’ve reengineered: I satisfy:

4. 4 Class Norms Classroom behaviors: ______________________ ______________________ ______________________ Breaks & Exit Strategy: ______________________ ______________________ Other: ______________________ ______________________ ______________________ ______________________ ______________________

5. 5 The Syllabus

6. 6 Administrative Stuff Look for documents and PPT at online.apu.edu

7. 7 Course Objectives Identifying the source of performance problems and the role of training in resolving those problems Instructional design and essential components of an effective training program Training as an organizational function Significant issues in training Task analysis, needs assessment, and gap analysis Evaluation of training and return on investment Adult learning theory Presentation and facilitation methodologies for the classroom

8. 8 What is training? Training refers to a planned effort by a company to facilitate employees’ learning of job-related competencies. The goal of training is for employees to master the knowledge, skill, and behaviors emphasized in training programs, and apply them to their day-to-day activities

9. 9 The Ideal Process

10. 10 Training Design Process See Figure 1-1 on page 6 for detailsSee Figure 1-1 on page 6 for details

11. 11 Assumptions of Training Design Approaches Training design is effective only if it helps employees reach instructional or training goals and objectives. Measurable learning objectives should be identified before training. Evaluation plays an important part in planning and choosing a training method, monitoring the training program, and suggesting changes to the training design process.

12. 12 Training Investment Leaders U.S. employers spend approximately $59 billion on formal training per year Approximately 1 to 2 percent of their payroll Training Investment Leaders invest 3 to 5 percent of payroll in training They train almost all eligible employees Employees spend twice as much time training as those in Benchmark firms They make a larger investment in learning technologies.

13. 13 Investment in training leads to performance improvement Malcolm Baldridge Award Best 100 Places to Work

14. 14 Learning’s Greatest Hits Interview You will be assigned groups. From your groups, form pairs with someone Use the interview question (on next slide) One speaks, the other listens and takes notes for themes (15 minutes) Switch Other speaks, the first listens and takes notes for themes (15 minutes) Return to your group

15. 15 The Learning Questions Describe a time when you were involved in a unique and rewarding learning experience. It was a time when you were highly engaged. It would be a time that stands out where you felt most alive and most effective. Tell stories. Without being humble, describe what you find unique about yourself, especially as it relates to your learning talents (i.e., how you learn). Give examples of times you showed that talent. Describe the knowledge, skills, and abilities of some of your best teachers. What did they do? How did they do it? What made them unique? (15 minutes each person)

16. 16 Introduce Your Partners In your group, introduce your interview partner and the most memorable areas you learned about them. (2 minutes per person)

17. 17 Construct Themes Brainstorm the “best of” thoughts heard from the sharing of interviews. Record words or phrases on a flipchart to reflect the ideas, high points, patterns, and or characteristics and observations raised. (15) Select the person with the brightest clothes to be your recorder

18. 18 Create Your Learning Statement Create a positive and bold statement based on your group the themes. The statement should reflect the following: Words that stood out to the group. Provocative words. Things that inspired or energized you. Words that are grounded in strength. Positive statements. Is it provocative… A stretch? Statements can be one long sentence or several short sentences that capture the KEY words your group agreed upon. The statement must be BOLD and INSPIRING.

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20. 20 Learning & Retention(Source: Silberman, 1999)

21. 21 Lecture-Based Learning Pollio (1984): inattentive 40% in class Rickard et al. (1988): Psych lecture class knew 8% more than those who didn’t take the class Johnson, et al. (1991): attn decrease each minute; promoted lower-level learning; people didn’t like it

22. 22 Active Learning Approach Pike (1994): Add AV get 14-38% improvement in retention Ruhl et al. (1987): Used participative vs lecture…2 letter grades higher! Piskurich Piskurich (1997): Interactive learning study: promotes high levels of active learning develops ownership in training provides built-in social support for learning minimize training cost/ maximize learning